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Professional development aligned with AP Chemistry curriculum: Promoting science practices and facilitating enduring conceptual understanding
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The recent revisions to the advanced placement (AP) chemistry curriculum promote deep conceptual understanding of chemistry content over more rote memorization of facts and algorithmic problem solving.…
To customize or not to customize? Exploring science teacher customization in an online lesson portal
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New technologies are increasingly giving science teachers the ability to access and customize science lessons. However, there is substantial debate in the literature about whether and under what…
Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop
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On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to…
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This tool is designed to help teachers reflect on a lesson they observed and guide effective, learning-focused mentoring conversations.
Science
Professional Development…
Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking
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This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary…
A Coding Tool for Examining the Substance of Teacher Professional Learning and Change with Example Cases from Middle School Science Lesson Study
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This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study…
Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice
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The purpose of the current study was to explore different ways for teachers to engage in Professional learning experiences (PLEs) and how these approaches might enable the field to scale up these efforts in a sustainable…
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This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment…
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This website provides a growing repository of 360 videos of classroom instruction (currently focusing on elementary mathematics). We also have created and are disseminating tutorial videos for using or creating similar…
An Emerging Community in Online Mathematics Teacher Professional Development: An Interactional Perspective
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The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in…
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This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in…
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The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and…
Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying
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In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more…
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Activating Math Talk is a resource for promoting high-quality math discourse in grades K-5. The content of the chapters and discussion questions within are meant to spark conversations among teachers, teacher leaders,…
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Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science.
Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in…
In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field
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Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact…
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In this chapter, authors use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development.
In this chapter, we use the Framework…
Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities
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In this paper, authors analyze a PD design, examining its activities and the sequencing of professional learning tasks.
In this paper, we analyze a PD design, examining its activities and the sequencing…
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In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
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This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating…
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This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e.,…
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Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for…
Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education
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This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons…
Eliciting and Refining Conceptions of STEM Education: A Series of Activities for Professional Development
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Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers…
Improving Integrated STEM Education: The Design and Development of a K-12 STEM Observation Protocol (STEM-OP) (RTP)
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The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of…
Training a New Generation of Problem Solvers: How Can Education Programs Develop the Problem-Solving Skills of Today's Schoolchildren and Tomorrow's STEM Workforce?
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This article addresses the need and potential for students to develop problem-solving skills as part of STEM learning.
Songer, N.B. (2022 April) Training a new generation of problem solvers: How can…
Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19
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AERA symposium presentation on accessible distance learning in science during COVID.
Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably…
Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning
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AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.
Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H.,…
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NARST presentation on instructional decision making to improve argumentation in science.
Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional…
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The tasks described in this chapter are intended to build connections between these real-world dangers of viral spread and some relevant topics from the secondary mathematics curriculum. We also explore a link between…
Impact of the Design of an Asynchronous Video-Based Learning Environment on Teacher Noticing and Mathematical Knowledge
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In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials.
In this paper, we share the design…
A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms
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Formative assessment can facilitate teachers’ abilities to elicit and notice the disciplinary substance of students’ thinking and to respond based on this. Following a design-based process, we developed principled…
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This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We…
Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions
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This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting…
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This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (…
Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
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This position paper advocates supporting CS teacher professional learning by supplementing existing curriculum-specific teacher PD with standards-aligned PD that focuses on teachers' conceptual understanding of CS…
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K- 12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK). We respond to this need by describing the design of a CS-PCK…
Documenting Professional Learning Focused on Implementing High-Quality Instructional Materials in Mathematics: The AIM–TRU Learning Cycle
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The research contained in this article used qualitative methods to articulate and test the design underlying our professional learning cycle by advancing conjecture mapping, a device by which the embodiments of the design…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
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Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this…
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
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Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what…
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In this article we describe an Informal Science Institution (ISI)-based professional learning program for science teacher leaders (STLs) developed within the context of a research-practice partnership (RPP…
Professional Development for STEM Integration Analyzing Bioinformatics Teaching by Examining Teachers' Qualities of Adaptive Expertise
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Bioinformatics—a rapidly developing discipline that integrates mathematical and computational techniques with biological knowledge for applications in medicine, the environment, and other important aspects of life—is an…
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In super-diverse classroom contexts, students come from varied migration channels, immigration statuses, languages, countries of origin, and religions, which contribute to new and complex social configurations of the…
Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers
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In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school…
Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
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Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal…
Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process
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This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary…
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Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in…
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Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
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Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary…
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This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary…